BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION
Stylus Publishing, LLC
Founded in 1996, Stylus’ publishing focuses on higher education, covering such areas as teaching and learning, student affairs, professional development, service learning and community engagement, study abroad, assessment, online learning, racial diversity on campus, women’s issues, doctoral education, and leadership and administration. Stylus is the official distributor of the book programs of ACPA, Campus Compact, and the National Resource Center for the First-Year Experience and Students in Transition.
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A Guide to Implementing the Transparency Framework Institution-Wide to Improve Learning and Retention
"AAC&U has advocated for higher levels of transparency as a key principle of twenty-first century general education design. This book provides practical examples on how to turn that vision into practice at institutions and across systems. The Transparency Framework represents a strategy that has the potential to transform siloed student success efforts to scalable and sustainable models for quality and equity."
Tia Brown McNair, Vice President, Office of Diversity, Equity, and Student Success
How Off-Campus Study Can Transform Undergraduate Education
From the Foreword:
"If we believe that international experience really does have great impact on our students’ ability to contribute cheerfully and productively in today’s complex globalized world, then we can no longer think about study abroad and domestic study away as a costly marginal frill for the privileged. We must instead re-think institutionally our educational propositions—and this book is structured to help us do just that.
The authors suggest a radical shift: that we turn our thinking about the place of off-campus study in the undergraduate liberal arts experience upside down. Working from an analysis of the ways in which dislocation—moving away from the familiar campus environment—can impact learning, they suggest that well-designed off-campus experience should be not an optional extra, but one of the foundational building blocks of our curricula in all areas. If we can accept this radical proposition, then we can revitalize and renew our students’ learning.
This book can introduce faculty and educational administrators who may have no experience at all with off-campus study to current thinking and practice in the field, but will also serve as a rich resource for international education professionals. And if these constituencies decide to bring together those who oversee off-campus experience in the U.S. with those who work in other countries, new and productive synergies can emerge.
‘Integration’ is the key concept: the book is structured to follow the ways in which off-campus experience can best be conceptualized as part of a curricular initiative, and then implemented in ways that maximize all aspects of student learning.”
Jane Edwards, Dean of International and Professional Experience, Yale University
An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners
"POGIL is a well-envisioned and superbly-executed volume. Initial chapters lay a comprehensive theoretical and empirical foundation for the POGIL approach. The following chapters provide an accessible scaffolding for implementing POGIL. The book is full of usable principles and informative examples for developing POGIL across a variety of STEM and non-STEM courses, even for large classes. This volume is a gem both for readers wanting an introduction to POGIL and for readers poised to initiate and improve their POGIL instruction."
Mark A. McDaniel, Co-Director, Center for Integrative Research on Cognition, Learning, and Education (CIRCLE)
Models and Practices for Developing Students’ ePortfolio Literacy
From the Foreword:
“Kathleen Blake Yancey’s ePortfolio as Curriculum is the latest, and in several ways the most profound, addition to the research and practice of ePortfolio – not a statement I make lightly given the panoply of scholars in the field. For those of you who are new to ePortfolio, this book is a wonderful place to begin the journey. If you are a veteran of ePortfolio, this volume is an encapsulation, a framing of ePortfolio practice and thinking that brings together research and application to learning in ways that translate into the results that inspired us to begin ePortfolios.
[This volume] beautifully identifies and presents achievement of three essential goals in the curriculum: 1) supporting student learners in creating ePortfolios in this encompassing understanding of curriculum; 2) fostering ePortfolio literacy, i.e., knowledge and processes; and 3) helping students become ePortfolio makers. In essence, helping students have the space and validation to create and develop their own voice and identity through the interactive and collaborative processes of ePortfolio.
This volume provides multiple applications of how all educators can begin to see themselves contributing to a foundational curriculum that could truly result in all students having a better chance to achieve the learning we espouse for higher education graduates.”
Terrel L. Rhodes, VP, Office of Quality, Curriculum and Assessment, and Executive Director of VALUE